Keywords
Pensamiento crítico
Educación médica
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Abstract
Objective: To understand the effect of deliberate reflection on the retention of clinical data in long-term memory, compared to the differential diagnosis strategy, among medical students. Methods: Experimental, quantitative study with ninth and tenth-year medical students. They were divided into two groups and instructed to diagnose clinical cases through deliberate reflection, when they generate hypotheses and reflect on them, or through differential diagnosis, when they generate the most likely hypothesis and two alternatives. After seven days, they completed a recall task regarding the data presented in the cases from the previous week. The amount of information recalled was considered to compare students’ memory retention of the cases. Results: 63 students participated in both stages of the study, 34 in the reflection group and 29 in the differential diagnosis group. The average diagnostic accuracy was 20%. There was no difference in the amount of relevant information about the cases (p=0.54). Conclusion: The study found no differences between the groups. The low diagnostic accuracy resulting from the high cognitive load may have interfered with data retention, making comparison between groups difficult.
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